Más Allá del Aula Tradicional: Experiencia Piloto con Flipped Classroom y Aprendizaje Mejorado mediante la Tecnología en Diseño de Máquinas
DOI:
https://doi.org/10.5944/ribim.29.2.44786Palabras clave:
Flipped Classroom, Aula invertida, Aprendizaje Mejorado mediante la tecnología, diseño de máquinas, Marco EntreCompResumen
Este artículo presenta una experiencia de innovación docente implementada en la asignatura optativa “Modelado y Simulación en Diseño de Máquinas”, correspondiente al cuarto curso del Grado en Ingeniería Mecánica de la Universidad de Cantabria. El objetivo principal fue mitigar el aumento del absentismo en las clases presenciales, agravado tras la pandemia de la COVID-19. Para ello, se introdujeron dos estrategias metodológicas clave que se han mantenido durante tres cursos consecutivos: un enfoque pedagógico híbrido que combina el modelo tradicional con el aula invertida, y un proyecto colaborativo centrado en la resolución de problemas abiertos. Esta combinación permitió fomentar la participación activa del alumnado, así como el desarrollo de competencias digitales (DigComp), emprendedoras (EntreComp) y sostenibles (GreenComp), optimizando al mismo tiempo el uso del tiempo en el aula. La herramienta Kaltura fue empleada para facilitar el acceso a contenidos audiovisuales, apoyando tanto el aprendizaje autónomo como el seguimiento asíncrono. Los resultados, obtenidos mediante encuestas de satisfacción —que evaluaron el aprendizaje mejorado mediante tecnología, el enfoque de aula invertida y el proyecto colaborativo, con puntuaciones de 3,98, 3,81 y 3,83 sobre 5 respectivamente— y el análisis del rendimiento académico, reflejan una mejora en la eficiencia del aprendizaje presencial y una mayor implicación del alumnado en las actividades fuera del aula, especialmente en el seguimiento asíncrono. Se concluye que la integración de metodologías activas y recursos tecnológicos puede contribuir de forma significativa a mejorar la calidad del aprendizaje en titulaciones de ingeniería.
Descargas
Citas
[1] EHEA. European higher education area and bologna process (1999). URL http://ehea.info/ index.php.
[2] Murillo-Zamorano, L., L´opez-Sanchez, J., Godoy-Caballero, A., "How the flipped classroom affects knowledge, skills and engagement in higher education: effects on students’ satisfaction", Computers and Education, 141, 1–18 (2019)
[3] Arum, R., Roksa, J., Aspiring Adults Adrift: tentative transitions of college graduates, The University of Chicago Press, Chicago (2014)
[4] Bok, D., The struggle to reform our college, Princeton University press, Princeton, Nueva Jersey (2017)
[5] Mohr, K., "Understanding generation z students to promote a contemporary learning environment", Journal on Empowering Teaching Excellence, 1, 84–94 (2017)
[6] Arum, R., Roska, J., Academically Adrift: Limited Learning on College Campuses, The University of Chi-cago Press, Chicago (2010)
[7] Ausubel, D., Adquisición y retención del conocimiento: Una perspectiva cognitiva, Ed. Barcelona: Paides, España (2002)
[8] Dunn, T. Kennedy, M., "Technology enhanced learning in higher education; motivations, engagement and academic achievement", Computers and Education, 137, 104–113 (2019)
[9] Mukhemar, R., Bsharat, M., Jaber, R., Shawar, S., "Effect of implementing technology- enhanced learning (tel) on students’ motivation—a literature review", Lecture Notes in Educational Technology, 147–158 (2022)
[10] Zhang, Y., Cheah, K., Lee, S. Adams, D., "The relationship between technology leadership and technology-enhanced teaching and learning engagement in higher education", International Conference on Distance Ed-ucation and Learning (ICDEL) 1 (2022)
[11] Baker, J., "The ‘classroom flip’: using web course management tools to become the guide by the side", 11th international Conference on College Teaching and Learning, Jacksonville, Florida Community College, 9–17 (2000)
[12] Lage, M., Platt, G., "The internet and the inverted classroom", Journal of Economic Education, 31, 11–11 (2000)
[13] Bergmann, J., Sams, A., Flip Your Classroom: Reach Every Student in Every Class Every Day (2012)
[14] Prieto, A. y Giménez, X., "La enseñanza universitaria basada en la actividad del estudiante: evidencias de su validez en docentes universitarios", Una formación centrada en la práctica (2020)
[15] Chiang, T., "Analysis of learning behavior in a flipped programming classroom adopting problem solving strategies", Interactive learning environments, 25, 189–202 (2017)
[16] Liu, X., Wu, Z., Zhang, L., Guo, X., Practice of project-centric flipped classroom learning in microcomputer interfacing technology course (2017)
[17] Hoz, V.G., La educación personalizada en la Universidad, Ediciones Rialp, Spain (1996)
[18] Anderson, L., Krathwohl, D.A., Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Allyn and Bacon. Boston, MA (Pearson Education Group), Addison Wesley Longman, (2001)
[19] Albert, M., Beatty, B., "Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades", Journal of Education for Business, 89, 419–424 (2014)
[20] Roach, T., "Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics", International Review of Economics Education, 17, 74–84 (2014)
[21] Prober, C., Heath, C., "Lecture halls without lectures a proposal for medical education", The New England Journal of Medicine, 366, 1657–1659 (2012)
[22] Kerr, B., "The flipped classroom in engineering education: A survey of the research", International Confer-ence on Interactive Collaborative Learning (ICL), 815–818 (2015)
[23] Baughman, J., Hassall, L., Jaramillo-Cherrez, N., Hagge, M., "Flipping engineering by design", Association for Engineering Education’s (ASEE), (2016)
[24] Gilboy, M., Heinerichs, S., Pazzaglia, G., "Enhancing student engagement using the flipped classroom", Journal of Nutrition Education and Behavior, 47, 109–114 (2015)
[25] Mason, G., Shuman, T., Cook, K., "Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course", IEEE Transactions on Education, 56, 430–435 (2013)
[26] Thai, N., Wever, B. D., Valcke, M., "The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback", Computers and Education, 107, 113–126 (2017)
[27] Velegol, S., Zappe, S., Mahoney, E., "The evolution of a flipped classroom: Evidence-based recommenda-tions", Advances in Engineering Education, 4, 1–37 (2015)
[28] Cho, H., Zhao, K., Lee, C., Runshe, D., Krousgrill, C., "Active learning through flipped class- room in me-chanical engineering: improving students’ perception of learning and performance", International Journal of STEM Education, 8, 1–13 (2021).
[29] Fulton, K., "10 reasons to flip", Phi Delta Kappan, 94, 20–24 (2012)
[30] Akçayır, G., Akçayır, M., "The flipped classroom: A review of its advantages and challenges", Computers and Education, 126, 334–345 (2018)
[31] Betihavas, V., Bridgman, H., Kornhaber, R., Cross, M., "The evidence for ’flipping out’: A systematic re-view of the flipped classroom in nursing education", Nurse Education Today, 38, 15–21 (2016)
[32] Bishop, J., Verleger, M., "Testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course", Frontiers in Education Conference, 161–163 (2013)
[33] Bredow, C., Roehling, P., Knorp, A., Sweet, A., "To flip or not to flip? a meta-analysis of the efficacy of flipped learning in higher education", Review of Educational Research, 91, 878–918 (2021)
[34] Chen, K.-S., Monrouxe, L., Lu, Y.-H., Jenq, C.-C., Chang, Y.-J., Chang, Y.-C. Chai, P. Y.-C., "Academic outcomes of flipped classroom learning: a meta-analysis", Medical Education, 52, 910–924 (2018)
[35] Cheng, L., Ritzhaupt, A., Antonenko, P., "Effects of the flipped classroom instructional strategy on stu-dents’ learning outcomes: a meta-analysis", Educational Technology Research and Development, 67, 793–824 (2019)
[36] Divjak, B., Rienties, B., Iniesto, F., Vondra, P., Zˇiˇzak, M., "Flipped classrooms in higher education during the covid-19 pandemic: findings and future research recommendations", International Journal of Educa-tional Technology in Higher Education, 19 (2022)
[37] Evans, L., Bosch, M., Harrington, S., Schoofs, N., Coviak, C., "Flipping the classroom in health care higher education: A systematic review", Nurse Educator, 44, 74–78 (2019)
[38] Satparam, J., Apps, T., "A systematic review of the flipped classroom research in k-12: Implementation, challenges and effectiveness", Journal of Education, Management and Development Studies, 2, 35–51 (2022)
[39] Zhu, G., Thompson, C., Suarez, M., Peng, Z., "A meta-analysis on the effect of flipped instruction on k-12 students’ academic achievement", American Educational Research Association Annual Meeting, 5–9 (2019)
[40] Zhu, G. "Is flipping effective? a meta-analysis of the effect of flipped instruction on k-12 students’ academic achievement", Educational Technology Research and Development, 69, 733–761 (2021)
[41] Bishop, J., Verleger, M. "The flipped classroom: A survey of the research", ASEE Annual Conference & Exposition, 1–18 (2013)
[42] O’Flaherty, J., Phillips, C., "The use of flipped classrooms in higher education: A scoping review", Internet and Higher Education, 25, 85–95 (2015)
[43] Shi, Y., Ma, Y., MacLeod, J., Yang, H., "College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature", Journal of Computers in Education, 7, 79–103 (2020)
[44] Yough, M., Merzdorf, H.E., Cho, H.J., "Flipping the classroom in teacher education: Implications for moti-vation and learning", Journal of Teacher Education, 70, 410–422 (2019)
[45] Alten, D. V., Phielix, C., Janssen, J., Kester, L., "Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis", Educational Research Review, 28, 1–18 (2019)
[46] Lax, N., Morris, J., Kolber, B., "A partial flip classroom exercise in a large introductory general biology course increases performance at multiple levels", Journal of Biological Education, 51, 412–426 (2017).
[47] Karabulut-Ilgu, A., Jaramillo Cherrez, N., Jahren, C.T., "A systematic review of research on the flipped learning method in engineering education", British Journal of Educational Technology, 49, 398–411 (2018)
[48] Latchman, H., Aiken, P., Anderson, S., Bernard, R., Gordon, R., "A hybrid asynchronous- synchronous learning network (HASLN) flipped-classroom approach in engineering education", 12th International Multi-Conference on Complexity, Informatics and Cybernetics (IMCIC) 2, 181–185 (2021)
[49] Lo, C., Hew, K., "The impact of flipped classrooms on student achievement in engineering education: A meta-analysis of 10 years of research", Journal of Engineering Education, 108, 523–546 (2019)
[50] Hoult, R., Peel, M., Duffield, C., "Lessons from flipping subjects in engineering: Effectiveness of student learning in a flipped environment at the university level", Journal of Civil Engineering Education, 147 (2021)
[51] Baughman, J., Hassall, L., Xu, X., "Student perceptions of flipping a mechanical engineering design course", International Journal of Engineering Education, 5, 1575–1585 (2017)
[52] Baughman, J., Hassall, L., Xu, X., "Comparison of student team dynamics between nonflipped and flipped versions of a large-enrollment sophomore design engineering course", Journal of Engineering Education, 1, 103–118 (2019)
[53] Howard, A., "Flipped classroom - ten years later", ASEE Annual Conference & Exposition (2019)
[54] Morse, J., Dandu, R., "First steps with tooling u as a support to the mechanical engineering technology flipped classroom", ASEE Annual Conference & Exposition (2017)
[55] Schrlau, M., Stevens, R., Schley, S., "Flipping core courses in the undergraduate mechanical engineering curriculum: Heat transfer", Advances in Engineering Education, 5, 1–27 (2016)
[56] Yan, J., Li, L., Yan, J., Niu, Y., "A comparison of flipped and traditional classroom learning: A case study in mechanical engineering", The International journal of engineering education, 34, 1876–1887 (2018)
[57] Kanelopoulos, J., Papanikolaou, K., Zalimidis, P., "Flipping the classroom to increase students’ engagement and interaction in a mechanical engineering course on machine design", International Journal of Engineer-ing Pedagogy, 7, 19–34 (2017)
[58] Zalimidis, P., Papanicolaou, K., Vaxevanidis, N., "A tribology flipped classroom: An introduction of tribol-ogy basic concepts in the context of a blended learning machine design course", Proceedings on Engineer-ing Sciences, 1, 652–658 (2019)
[59] Kim, M., Kim, S., Khera, O., Getman, J., "The experience of three flipped classrooms in an urban universi-ty: An exploration of design principles", Internet and Higher Education, 22, 37–50 (2014)
[60] OCDE, What students learn matters: Towards a 21st century curriculum, (2021). URL: https://www.oecd.org/en/publications/what-students-learn-matters_d86d4d9a-en.html
[61] OCDE, The future of education and skills education 2030: The future we want (2021). URL: https://www.oecd.org/content/dam/oecd/en/publications/reports/2018/06/the-future-of-education-and-skills_5424dd26/54ac7020-en.pdf
[62] European Comission, Entrecomp: the european entrepreneurship competence framework (2019). URL: https://joint-research-centre.ec.europa.eu/entrecomp-entrepreneurship-competence-framework_en
[63] Mccallum, E., Weicht, R., Mcmullan, L., Price, A., "Entrecomp into action - get inspired, make it happen: A user guide to the european entrepreneurship competence framework", Publications Office of the European Union, 1–206 (2018)
[64] De Juan, A., Fernández del Rincón, A., Iglesias Santamaría, M., García Fernández, P., Díez Ibarbia, A., Viadero Rueda, F., "Enhancement of mechanical engineering degree through student design competition as added value. considerations and viability", Journal of Engineering Design, 27, 568–589 (2016)
[65] Del Rincon, A.F., de Juan, A., Garcia, P., Iglesias, M., Viadero, F., "Application of an inter-university com-petition on the enhancement of engineering degrees", New Trends in Educational Activity in the Field of Mechanism and Machine Theory, 259–266 (2014)
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Alberto Diez-Ibarbia, Ana de-Juan, Pablo García Fernández, Alfonso Fernández del Rincón, Miguel Iglesias Santamaría, Javier Sánchez Espiga, Fernando Viadero Rueda
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores conservan los derechos de autor y ceden de forma no exclusiva los derechos de explotación de los trabajos aceptados para su publicación en Revista Iberoamericana de Ingeniería Mecánica, garantizan a la revista el derecho de ser la primera publicación del trabajo.
Los autores permiten que la revista distribuya los trabajos publicados bajo la licencia de uso Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0 International). Esta licencia permite a otros compartir el trabajo con un reconocimiento de la autoría del trabajo y de la publicación inicial en esta revista. Se puede copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se use para fines comerciales.
Se permite y se anima a los autores a difundir electrónicamente (en un repositorio institucional, etc) la versión publicada del artículo (VOR) siempre con referencia a su publicación en la Revista Iberoamericana de Ingeniería Mecánica.
La publicación en esta revista es gratuita y no impone ningún coste a los autores.
